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Building a Systemic District approach to English Learner
Success
Accountability Leadership Institute
December 8, 2009
Laurie Olsen, Ph.D.
The landscape
NCLB laser-like beam on underachievement of English Learners
While improvement across board for students, the GAP for English Learners has increased over past ten years
School improvement and reform efforts largely missed mark with English Learners
While focus on classroom practices (the teacher), curriculum, site leadership is needed, systemic improvement requires a focus on the district as well
This workshop draws upon…….
The six-county PROMISE InitiativeThe Secondary School Leadership for English
Learner Success model and tools developed for LACOE (now through 7 county offices - 642 school teams statewide) -
The Creating Coherence for English Lerner Success: Comprehensive District Approaches model (SDCOE)
Work with 6 districts (and all secondary sites)An accumulated set of tools, frameworks,
models
Responses shaped by…..
State & FederalAccountability
Reforms
Research on EL
Civil Rights
Capacity Politics
Reflect/Share:Which of these are strongest in shaping the reality of English Learner programs, services and experience in your district?Where, if at all, are there conflicts or dissonance between these forces?What are the implications?
The task….
To help district leaders understand each of these forces and what they call for
To support district leaders in bringing them into alignment as best they can
To strategize about how to focus on the “research-based” practices - and design and implement the structures, supports, programs and policies that meet the needs of each districts’ English Learners and community
There is no “one size fits all”… district leaders need:
To know their EL populationHave good data on how they are doing - and to
know how to use that data to support improvement
To understand second language acquisition and how to support effective instruction
To be clear on goals and how to build a comprehensive program
To develop strong leadership skills and know how to build an infrastructure for EL success
Know how all this fits together in the local context of policies, politics and reform
No school district has all of the pieces in place in a coherent and comprehensive system
BUT
There is a research-base to draw uponWe have models and examples of effective
district approaches and responses
The workshop outline:Knowing your English Learner population - and
the implications for programs, instruction and services
Research-based understandings Data issues - what to look for and implicationsInfrastructure, leadership, organization and
coordination issues A case study: Modesto City SchoolsDiscussion
KNOW YOUR ENGLISH LEARNERS
MYTH:An English Learner is an English
Learner is an English Learner……
Tremendous diversity of needUseful typologies
Academic Background typologies: (pg. 2)Newcomers • Highly literate and well-educated in
L1, high achieving • Underschooled students
Normally progressing English Learners
Long term English LearnersWho are your students?
Background factors in students lives that impact participation and achievement in school: (pg. 13-14)
Culture shockWar trauma and migration experienceUnaccompanied minorsLegal statusArriving as adolescentFamily division and reunificationEconomic situationTransnationalism
Are these issues for your students?
Capacity to mount responses to these diverse needs is shaped by:Numbers of students of each type and
needConcentration of English LearnersEnrollment across a districtChanges from year to year
Responsive Districts:
KNOW your English Learner profile Comprehensive initial assessmentsData system that notes typologies, disaggregates
by typologies, and provides info to the sitesProcess of review and monitoring changesAlways ask “Which English Learners?” prior to
actingTailor your programs and instruction to your EL
profileDistrict level planning for program placement
Reflection: Demographic Factors(pg. 3-4)
Stable or mobile population?Large concentration or small?Large numbers or small?Multi-language or primarily/predominantly one or
two languages?Growth in EL population - Decline in EL
population?Concentrated in a few schools or spread
throughout district?Do you know??????
Guidance on the relationship to various EL plansLEA Plan Addendum #6Title III Plan, #1 and #5District Master Plan for student placement
and pathways
“When the music changes, so should the dance.”
a Hausa proverb
KNOW THE RESEARCH
Research on English Learners
Key Understandings (pg. 8-11)
There IS a research baseContinuum along path to English proficiency -
predictable and sequential stages (ELD standards and CELDT levels)
Can define normative progressCELDT proficiency is low-barSocial, oral fluency takes less time to develop
than academic proficiencyOral language is the foundation for literacy
Learning a second language for academic success requires explicit language development across the curriculum - ELD alone is not sufficient
Not a direct correlation between time on task in English and outcomes in English; development of primary language facilitates and strengthens English proficiency
Can reach “proficiency” at one grade level and lose ground as move up in the grades
Interventions for English fluent students are not as effective for English Learners
A new language is learned, in part, through interaction with native speakers of that language
Home language loss is pervasive and occurs early - with detrimental impacts on literacy, identity, family connection and opportunity
Development of mastery in two or more languages has many benefits (academically, cognitively, economically, socially, family connection)
Common counter-research practicesMore time in English, removing or diluting L1Stand alone ELDInappropriate uses of “SDAIE Classes”Isolation of English Learners with minimal and
ineffective interaction with English fluent students“Mixing” of English Learners with English fluent
students without support“Mainstream” once oral fluency is achievedInadequate oral language developmentPlacing struggling English Learners into reading
interventions designed for English fluent students
ReferencesAugust & Shanahan (2006) Report of the National
Literacy Panel on Language Minority Children and Youth
Genesse, Lindholm-leary, Saunders & Christian. (2006) Educating English Language Learners: a synthesis of research evidence.
Goldenberg (2008) “Teaching English Language Learners: what the research does and does not say”, American Educator
Thomas & Collier (2002) A National Study of School Effectiveness for Language Minority Students: Long Term Academic Achievement.
Forthcoming publication from CDE
Plan for and create structures for learning and dialogue in the districtRecognize the dissonance that a focus on
the research will evokeWorking groups, inquiry groupsProfessional learning communities
focusing on English Learner issuesDisseminate research with forums for
discussionKnow the research yourself and become
articulate in sharing it
Ensure that professional development and leadership development is informed by the research on English Learners
Reflection/Share:
Any surprises? Aha’s? Doubts?To what degree are English Learner programs, services and policies aligned with the research?Who do you think most needs to learn about this research in order to move forward an EL agenda now in your district?
Understand and Utilize good data on English Learners
The dilemma, challenge & pitfalls
Data based planning and decision-making is essential - yet the data on English Learner achievement is inadequate and sometimes invalid
An English-only testing system can trigger inappropriate conclusions and actions for schools with large numbers of English Learner newcomers
Many educators do not understand how to interpret and use EL data
Important district strategies
Disaggregate by typology and programRecognize the pitfalls in using scores from tests
administered in English to make decisions about English Learner programs
Implement allowed accommodations, variations and supports in administration of tests
Recognize the important information in CELDT progress for program design and implementation
External Accountability (NCLB): AMAO #1Annual increases in the percentage of all
English Learners making progress at least one CELDT level per year in learning English
All English Learners are expected to gain one overall proficiency level annually on the CELDT until they reach the English Proficient level, and then maintain that Proficient level until they are re-designated
AMAO 1 Annual Growth ObjectiveProgress in English Language Development
Year 1 B EI I EA A EA CEP
A/ CEP
B NN Y Y Y Y Y Y
EI NN NN Y Y Y Y Y
I NN NN NN Y Y Y Y
EA NN NN NN NN Y Y Y
A NN NN NN NN NN Y Y
EA/C NN NN NN NN NN Y Y
A/C NN NN NN NN NN Y Y
A district look by CELDT level: Which levels are moving? Which are not?2008-2009 Students % didn’t meet % met
District 12,057 35.1 64.9
Beginning 1866 29.8 70.2
Early Inter 2728 28.3 71.7
Intermed. 4553 59.3 40.7
Early Adv 232 63.6 36.4
Advanced 37 43.2 56.8
EA (CEP) 1958 25.9 74.1
Adv (CEP) 683 14.3 85.7
CELDT gains/stagnancy/losses(AMAO#1)
CELDT level
08-09
Gained 2 Gained 1 Stayed same
Lost 1 Lost 2
I 0 52% 48% 0 0
II 0 56% 44% 2 0
III 6% 19% 57% 18% 10%
IV 0 36% 42% 18% 4%
V 0 8% 65% 21% 6%
Utilize longitudinal analysesSupport student voiceMeasure what is important
Utilize longitudinal analysesComparison between EL programs over timeThomas and Collier, 2002
Student Achievement On Standardized Tets in English Reading Compared Across Six Program Models
0
10
20
30
40
50
60
70
Grade 1 Grade 3 Grade 5 Grade 7 Grade 9 Grade 11
Two-way BE
Late-Exit BE + Content ESL
Early-Exit BE + Content ESL
Early-Exit BE & TraditionalESL
ESL taught through academiccontent
ESL Pullout - taughttraditionally
Leadership, infrastructure, coordination and organization
District role
Recognize the work that goes into implementing a strong English Learner program - and staff appropriately
Leadership matters!!!!!!!Vision matters!!!Establish specific English Learner structures
AND an infused expectation and set of structures
Use English Learner funding appropriately and strategically
A comprehensive and systemic viewAligned around a shared vision of English
Learner successArticulated across levels and aspects of
the systemConnected through structures supporting
good communication and organizationAccountableEngaged in continuous reflection and
improvement
Preschool
Support services Strong
programdesign
ComprehensibleInstruction
Challenging & rigorouscurriculum
Parent & Community
Engagement
InstructionalMaterials
AffirmingEnvironment
AssessmentSystems
Advocacy-oriented
Leadership
A Case Example:Modesto City Schools
Lynn Lysko, Director
Academic Learning Community
Modesto City School District
About Modesto City Schools
City of 205,00031,000 students7,634 English Learners (the vast majority
are Spanish speakers)23 elementary sites; 10 secondary
schools, 1 alternative education site
Modesto City Schools goals….
A diploma in every handA rewarding career in every futureA contributing member of our global
society
MCS Strategic Plan
Essential #1: A rigorous and relevant instructional system with high expectations, standards-aligned curriculum, and effective evidence-based teaching practice
Essential#2: A culture of continuous learning, with results-focused professional development
The Problem:
Both the K-8 and the 9-12 districts are in Title I Program Improvement status Year 3
K-8 district in Year 5 title III Sanctions9-12 districts in Year 4 Title III Sanctions Outdated and federally non-compliant
policies and practices
Response:
Established an English Learner Working Committee cross-sites
Purpose: “to understand the English Learner accountability system and data, and based upon research to develop an effective instructional program for English Learners in order to increase performance and achievement in all content areas, to close the achievement gap and increase graduation rates”
Research path
Hayward Unified School DistrictSan Francisco Unified School DistrictVentura Unified School DistrictEscondido Union School DistrictDr. Laurie Olsen consultation and the
Creating Coherence for English Learner Success training
Literature, visits, conferences, consulting services
The Change
New instructional program for English Learners in 7 - 12
Programs targeted towards specific types of English Learners: newcomers, long term English Learners, etc.
Instructional strategies specifically targeted for variety of levels of English acquisition
Clear mission to support these programs through professional development
Long Term English LearnersELD - strategic English Language Development to
increase English proficiencyALD - development of academic language through
intensive writing strategiesSpanish for Spanish Speakers - correlated to the
Spanish Language Arts standards and the English Language Arts standards to promote literacy in both languages through explicit transference
For non-Spanish speaking English Learners, placement in a language-based elective (drama, speech, choir, computerized L1 language program or other foreign language class
English Immersion Program Tier I-IV
Junior high hosted program at one siteHigh school program hosted at one siteIncludes a 5th year option, longer day,
summer schoolGrade levels are mixed to create
groupings by English language proficiency level
Recommendations from MCSUse research and evidence to underscore
decisionsUse teaching/learning meetings to focus not only
on WHAT the change is, but how to implement it and WHY
Stop doing everything that doesn’t directly support the implementation of the strategic plan and change process
Provide clear, consistent, direct communication to the community
Plan to sustain the focus over a period of yearsContinue learning at every opportunity
Resources:SFUSD Lau Action PlanVentura School District secondary school
revised programsEscondido Union High School District - ELD
monitoring, EL placement and program differentiation, alignment of SNS and ELA
Newport-Mesa - district organization and accountability systems
“Creating District Coherence (PreK-12)” or “Secondary School Leadership for English Learner Success” series
Please contact:
Laurie Olsen, Ph.D.
“For English Learner Success”
lolaurieo@gmail.com